Grammatical metaphors in academic genres in Spanish (L1) and in Portuguese (FL): effects and implications
DOI:
https://doi.org/10.35588/ayr.v4i2.5545Keywords:
grammatical metaphors, advanced biliteracy, Spanish and Portuguese, academic writing, academic genresAbstract
This paper describes and evaluates the choice of grammatical metaphors in academic writing in Spanish (L1), and Portuguese as foreign language (FL) by Chilean students in a Translation program, and analyzes how grammatical metaphors are built and what implications they generate (Halliday, 1994). We discuss the concept of advanced literacy and biliteracy, i.e., academic writing in two or more languages †‹†‹(Hornberger, 2003; 2013). These concepts are associated to grammatical metaphors in texts, a resource for variation in the expression of meaning, typical of academic and/or scientific registers. The analyzes consider pairs of productions, in Spanish and Portuguese, each pair by a single author. The article presents six examples that explain grammatical metaphors and compares their effects in the two languages. The conclusions highlight the manner grammatical metaphors are incorporated into L1 and FL texts in different amounts and forms, while their selection corresponds to a recognized and replicable feature of academic writing.
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